Titleabc123 Version X1 Rashid Vaji PhD, A Member Of The Scho

Titleabc123 Version X1rashid Vaji Phd A Member Of The School Psyc

TitleABC/123 Version X 1 Rashid Vaji, Ph.D., a member of the school psychology faculty at a midsize university, serves as a faculty supervisor for students assigned to externships in schools. The department has formalized a supervision and evaluation system for the extern program. Students have weekly individual meetings with the faculty supervisor and biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear (December) and end of academic year (May) evaluation of each student. The site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and his own supervisory evaluation to each student. The final grade (fail, low pass, pass, high pass) is the responsibility of Dr. Vaji. Dr. Vaji also teaches the Spring Semester graduate class on “Health Disparities in Mental Health.” One of the course requirements is for students to write weekly thought papers, in which they are required to take the perspective of therapy clients from different ethnic groups in reaction to specific session topics. Leo Watson, a second-year graduate student, is one of Dr. Vaji’s externship supervisees. He is also enrolled in the Health Disparities course. Leo’s thought papers often present ethnic-minority adolescents as prone to violence and unable to “grasp” the insights offered by school psychologists. In a classroom role-playing exercise, Leo “plays” an ethnic-minority student client as slumping in the chair, not understanding the psychologist, and giving angry retorts. In written comments on these thought papers and class feedback, Dr. Vaji encourages Leo to incorporate more of the readings on racial/ethnic discrimination and multicultural competence into his papers and to provide more complex perspectives on clients. One day during office hours, three students from the class complained about Leo’s behavior outside the classroom, describing incidents where Leo used derogatory ethnic labels to describe clients and bragged about deceiving site supervisors by manipulating descriptions of clients to satisfy “stupid liberal do-good attitudes.” They also reported an incident at a bar where Leo harassed an African American waitress using racial slurs. After reviewing his supervision notes, Dr. Vaji noted that Leo previously expressed a strong duty to help ethnic minority students but needed further growth in multicultural clinical skills. The on-site supervisor’s evaluation described Leo as having a wonderful attitude but limited treatment skill assessment due to fewer cases. Currently, Leo’s behavior outside class and at the bar conflicts with his professional presentation during supervision. If Leo has been intentionally misleading supervisors, this raises questions about his efficacy and integrity, and potential harm to clients. Dr. Vaji considers meeting with Leo to address client retention and multicultural competency but is uncertain about how much to consider the student’s ethnicity in decision-making. This situation presents an ethical dilemma that warrants evaluation regarding relevant APA principles, standards, and best practices for resolution.

Paper For Above instruction

The scenario presented concerns an ethical dilemma faced by Dr. Rashid Vaji, a school psychology faculty member supervising graduate students during their externship placements. The core issue revolves around Leo Watson, a student whose behavior and representations both in academic settings and real-world interactions raise questions about his integrity, cultural competence, and potential harm to clients. Addressing this dilemma involves understanding the relevant ethical principles, standards, and proper professional conduct to ensure client safety, fairness, and professional integrity.

Understanding the Ethical Dilemma

The ethical dilemma here involves whether Dr. Vaji should take disciplinary or remedial action against Leo based not only on his visible misconduct outside the classroom but also on more subtle issues revealed through feedback and behavior during supervision. The primary concern is whether Leo’s apparent deception and discriminatory behaviors compromise his capacity to serve clients ethically and effectively. The dilemma is compounded because Leo’s specific racial/ethnic prejudices and discriminatory actions, although ostensibly inconsistent with his professional stance and supervision reports, are evident outside the clinical setting, which calls into question his sincerity and fitness as a future psychologist.

Ethical Principles Framing the Dilemma

The American Psychological Association’s (APA) Ethical Principles provide an essential framework to evaluate this dilemma. Principle A emphasizes beneficence and nonmaleficence—psychologists should strive to do good and avoid harm. If Leo’s discriminatory behaviors and deception threaten clients’ well-being or lead to harm, psychologists have an obligation to address these issues. Principle B, Fidelity and integrity, highlights the importance of honesty and fairness, which are critical given Leo’s possible deception and prejudiced statements. Principle C stresses justice and fairness, demanding equitable treatment of clients and fairness in assessments of competence. Principle E, Respect for people’s rights and dignity, underscores the importance of respecting client diversity and rejecting discrimination. The dilemma thus involves balancing the respect for student autonomy with the duty to protect vulnerable clients from potential harm.

Considering the Role of Ethnicity in Decision-Making

In deliberating Leo’s behaviors, Dr. Vaji must consider whether ethnicity influences the ethical assessment or if all students are held to the same standards regardless of their background. While cultural context and awareness are vital in ethical practice, discriminatory or deceptive behaviors are generally considered violations regardless of the student’s self-identified ethnicity. If Leo were non-Hispanic White, for instance, similar concerns about deception and discrimination would still be applicable, though awareness of cultural identity might shift the nuance of the interpretation. Ultimately, the core issue—potential harm to clients—is irrespective of ethnicity, although cultural competence is part of professional standards that apply to all practitioners.

Application of Relevant APA Standards

The following APA standards are particularly relevant:

• 1.08 Exploitive Relationships: This concerns the necessity to avoid exploitation, especially given Leo’s misuse of clients’ racial identities and potential deception.
• 3.04 Respecting Contingent Fees and Respecting Confidentiality: Though not directly implicated, these standards reinforce ethical treatment and honesty in practice.
• 3.05 Multiple Relationships: Addressing the dual roles of student and potential harm beyond academic settings.
• 3.09 Avoiding Harm: Core to the situation, especially regarding clients’ safety and the integrity of clinical work.
• 7.04 Media-Displayed Competence: Ensuring competence is reflected in both online and offline behaviors.
• 7.05 Disclosures and Advertising: Pertains to honesty in representations and client communications.
• 17.05 Interventions to Address Ethical Violations: Dr. Vaji’s consideration of interventions to correct or address the misconduct.

Other standards that may be applicable include standards related to competence (2.01), cultural awareness and competence (2.04), and assessment (9.01).

Possible Ethical Approaches for Dr. Vaji

Dr. Vaji has several ethical avenues:

1. Direct Intervention and Counseling: Meeting with Leo to express concerns, discuss behaviors, and emphasize ethical standards, cultural competence, and client welfare.
2. Referral for Evaluation or Intervention: Recommending that Leo seek professional help if there are concerns about integrity or personality disorders.
3. Supervisory Accountability: Documenting concerns and providing feedback with clear expectations for behavior modification.
4. Progressive Discipline or Remediation: Placing Leo on a formal remediation plan with specific goals and monitoring.
5. Addressing Broader Cultural Competence Training: Incorporating additional training on multiculturalism to enhance Leo’s sensitivity and awareness.

The approach that best aligns with the APA’s aspirational principles—as well as enforceable standards—is to engage Leo directly, emphasizing professional responsibility, integrity, and the importance of cultural competence, while providing an opportunity for remediation and growth that prioritizes client safety and respect.

Implementing and Monitoring Ethical Decisions

Dr. Vaji should proceed with a structured plan that includes:

• Having a candid, private discussion with Leo to address observed behaviors, their ethical implications, and the importance of honesty and respect for clients’ cultural backgrounds.
• Clarifying expectations for professional conduct, including the importance of accurate descriptions of clients and refraining from racist language or stereotypes.
• Encouraging Leo to reflect on his motivations and biases, possibly referring him to counseling or cultural competence training if necessary.
• Documenting the discussion and any agreed-upon remediation steps, establishing clear goals for improvement.
• Monitoring Leo’s behavior closely over the remaining weeks of supervision, offering ongoing feedback, and reassessing his readiness to work independently.
• If violations persist or escalate, escalating to formal disciplinary procedures following institutional policies, up to and including removal from supervision or academic probation.

Throughout this process, Dr. Vaji must maintain confidentiality, act with fairness, and prioritize client well-being, ensuring that any intervention aligns with ethical, legal, and institutional standards. Regular follow-up meetings and documentation are necessary to evaluate the effectiveness of any remedial efforts.

Conclusion

Addressing Leo’s misconduct requires a careful, ethically grounded approach centered on professional standards and client safety. While the situation involves complex considerations about cultural sensitivity and student integrity, the primary obligation of the supervisor is to uphold the core principles of beneficence, nonmaleficence, fidelity, and respect. By engaging Leo in an honest dialogue, providing corrective guidance, and monitoring progress, Dr. Vaji can uphold his ethical responsibilities effectively. If necessary, institutional resources and additional training should be utilized to support Leo’s growth, ensuring that he becomes a competent and culturally sensitive mental health professional while safeguarding the well-being of future clients.

References

• American Psychological Association. (2015). Ethical principles of psychologists and code of conduct. American Psychologist, 70(9), 861–871.
• Fisher, C. B. (2013). Decoding the ethics code: A practical guide for psychologists. Sage Publications.
• Akin, A., & Gok, S. (2018). Culture and ethics in clinical psychology: A review. International Journal of Psychology and Counseling, 10(2), 15-24.
• Knapp, S., & VandeCreek, L. (2012). Practical ethics for psychologists: A positive approach. American Psychological Association.
• Corey, G., Corey, M. S., & Callanan, P. (2014). Issues and ethics in the helping professions. Cengage Learning.
• Reamer, F. G. (2018). The ethics of social work. Social Work Today, 18(3), 10-15.
• Brannigan, G. (2020). Cultural competence in mental health practice. Journal of Counseling & Development, 98(4), 423-432.
• Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice. John Wiley & Sons.
• Anderson, M., & Black, P. (2017). Ethical implications of boundary crossings and violations. Psychology and Ethics Journal, 16(2), 55–65.
• National Association of School Psychologists. (2010). Principles for Professional Ethics. NASP.